How about an Independence Day for new students?

This is a blog written with July 4th in mind. This is the annual holiday to commemorate the announcement that Britain’s 13 colonies in North America were separating from the British Empire. With all the references to the “Declaration of Independence” my thoughts this year included connecting this concept of a “declaration of independence” to the transition into college.

When we look at today’s students transitioning into college, many are “independent” in that they are fully adult, self-supporting, highly focused and “decided.” These are not students who are being supported by parents, although, hopefully, they are being encouraged and in that way “supported” by their significant others. And, of course, in contrast, there are still a very large number of students who are being supported by families. My point here is that our students enter at various points on an “independent” to “dependent” continuum.

But setting aside that gross difference, my mind has wandered to thinking about how could we mark at some appropriate point a “declaration of independence” for new students? At what point in the new student experience have they reached their readiness and ability to reject their former colonial overlords of immaturity, bias, prejudice, uncertainty about an academic direction, etc? Are there some markers that we could agree upon which would denote they have finally become autonomous members of the college community? They have arrived?

What would be the advantages of noting and celebrating the attainment of such markers? Well, affirmation and hence enhanced self esteem. Raised expectations and hence probability of increased student efforts and learning outcomes. Reduction of family anxiety about how their family member was transitioning, to name only a few.

We do, of course, or at least some of us do provide recognition and rituals for markers of growing independence and a form of “declaration”, to wit:

1. Mid-term grade reports2. End of first-term grade reports3. Convocations4. Orientation5. Pledging and initiation into social organizations6. Declaration of major (and thus having performed sufficiently well to gain admission to selective admissions majors)7. Allowing students to move off campus after a residency requirement has been fulfilled8. Being informed that conditions of exception for full, unqualified admission, have been satisfied9. Learning that you have “made the team”So, yes, we do have markers. But are these sufficient to have perhaps a more powerful impact that you have truly turned the corner, moved from your former High School Harry self and become Joe College? I don’t think so. But what else could we do? And is this even worth thinking about? You tell me. I hope our annual holiday stimulated your thinking in some productive ways too.

This has been an incredible (and quick) endeavor and an eye-opener in many ways. What is most rewarding to me, at the moment, is to have so much information in one place and accessible to so many people. This takes us way beyond anecdotal conversations. THANK YOU…for helping us get our data uploaded, assembled, reloaded, corrected, and available to our users.— Regina Shearer, Associate Vice President for Student Success, Rivier University

The John N. Gardner Institute is a group of people that have an extremely high level of expertise in education. They know education - they don’t just know the software or a program - they know all the touch points needed to craft a good system that that is going to work for our students.— Stuart Benkert, Director of Complete College Tracking and Assessment, University of Tennessee, Chattanooga

We've been in the implementation process for a short time and have achieved great momentum. In a time of 'lean' operating, FoE is the perfect tool to help institutions achieve efficient and effective operating goals while adding value to the student experience.— Shawn A. Anderson, Dean of Student Services - Minnesota State Community and Technical College

I am proud to say that our work is still going on almost four years later, and the focus on what is most important, the student, is still a large part of our planning for new programs and curriculum redesign.— Amy Baldwin, Instructor of English - Pulaski Technical College

The John N. Gardner Institute has provided us an opportunity to really have candid conversations, as well as connect with other like-minded schools and senior staff. Student success is extremely important to our institution. With JNGI, you really get the idea of how we are all on the right path.— Sasha Heard, Student Affairs Manager, Allied American University

Based on my experiences with the Institute, I can assert with assurance that FoE is a highly structured but very flexible process that has 'evolution' as its signature characteristic. An institution that participates in FoE exemplifies what Peter Senge calls "a learning institution."— Roberta Matthews, Former Provost and Vice President for Academic Affairs - Brooklyn College

Our FoE Philosophy Statement served as the basis for the development of our Quality Enhancement Plan for SACS and for the improvements we have made to new student orientation, advising, and retention.— Debbi Clear, Vice President of Instruction & Student Services - Virginia Highlands Community College

We maximized our efforts by linking FoE with the Higher Learning Commission's AQIP system for accreditation. Through this link, efforts related to the first year had instant cross-functional commitment and were viewed through a continuous improvement lens.— Ali O'Brien, Asst. Vice President for Educational Affairs - College of Lake County

The FoE process was transformational for MCCC. It helped us bring all stakeholders together and have a dialogue that has brought real changes to our institution. As we journey on, we are now very mindful and intentional in thinking about student success.— Dr. Steady Moono, Vice President for Student Affairs - Montgomery County Community College

Working with the Gardner Institute provided a structure to look at institutional effectiveness. This structure was more encouraging, and less threatening, than evaluative agencies and brought people together from across the campus, all committed to the same task - new student success.— Mark Lange, Former FoE Liason - Holyoke Community College

The FoE self study helped us to identify initiatives that were working well, pin-point gaps in our services, and set goals for continuing to improve our efforts in meeting the needs of our students.— Amanda Yale, Associate Provost for Enrollment Services - Slippery Rock University